Abstract
This study aims to examine how and why students transform in terms of learning
motivation in learning the Cantonese opera with a teacher-artist partnership approach in
Hong Kong schools. An artist and seven teachers from four schools collaborated to teach
the genre for eight weeks. Students' learning motivation changes in Cantonese opera was
measured by a set of pre- and post-learning questionnaires. Qualitative data were drawn
from class observations and focus group interviews with teachers and students. Results
indicate that students' motivation in learning the genre has been changed. The statistical
analysis suggests that, while primary students had significantly increased their motivation
in learning Cantonese opera, the secondary students' motivation had not increased.
Attributions include age differences, self-consciousness, intrinsic value and socio-cultural
impact. However, the partnership was found to be an appropriate and effective approach in
teaching the ethnic genre for its "role supplementation" between the teacher and the artist.